AIRA KAYE M.

DESPOSADO BPED 3-A

Module 2. INTRUCTIONAL APPROACHES/STRATEGIES

B. ACTIVITIES

Learning Activity No. 1

1. 6.

2. 7.

3. 8.

4. 9.

5.

C. ANALYSIS

Interactive teaching

1.Interactiveclassrooms enhance students' conduct, communication skills, and level of

achievement as well as their capacity to support the learning of other students.
Students are aware of the pedagogical possibilities of technology in interactive
learning environments.The students are constantly encouraged to be active participants.
2.The different examples of interactive strategies are regular teacher-student interaction,
student-student interaction, use of audio-visuals, and hands-on demonstrations.

Experiential learning

1. To put it simply, theories of learning are ideas regarding the processes by which
learners absorb and remember knowledge. These ideas offer multiple structures that
educators can apply to accommodate the various learning preferences and academic
requirements of their learners. Learning theories can support teachers in controlling
students' behavior in addition to assisting students in understanding the material being
taught. This gives teachers the ability to foster a more welcoming and educational
environment, which is a crucial ability whether they are instructing online or in a
traditional classroom.
2.Dewey's "Learning by Doing" theory provides a strong foundation for promoting in-
depth, significant learning opportunities. His theories emphasize the value of social
interaction, problem-solving, and active engagement in the learning process.
3. There are four major characteristics of experiential learning theory: concrete
experience, reflective observation, abstract concepts, and active experimentation.
Cooperative learning

1.Seeks to increase student engagement in learning and encourage social relationships

that lead to greater achievement in teaching. Example, group activity because for that
activity everyone will need to cooperate in order for better outcomes.
2.Cooperative learning can stimulate an individual's intrinsic motivation, improve
attitudes toward learning, improve learning efficiency, and help young people
achieve important learning goals. Seeks to increase student engagement in learning
and encourage social relationships that lead to greater achievement in teaching.
Constructivism
1. Constructivism is ‘an approach to learning that holds that people actively construct
or make their own knowledge and that reality is determined by the experiences of the
learner. Example in P.E if you are a dancer you want to improve you dance
choreography.
2.CHARACTERISTICS
-Scientific Process: observing, comparing, measuring and drawing
conclusion/generalization.
-Discovery Approach- making learning more lasting and meaningful.
-Full and active involvement is spontaneous.
-During the investigations, such questions as how, why, prove, justify etc. persist
which drive them to continue pursuing a conclusion or a solution.
-Suspense and excitement could be felt in a highly charged classroom atmosphere.
3.Scaffolding is a process where teachers model or demonstrate how to solve
a problem and then step back and provide support as needed. The theory is that when
students get the support they need to learn new things, they are better able to
use that information independently.
Direct instruction

1.Thereare three main components of direct instruction: program design, instructional

organization, and student-teacher interaction that make direct instruction effective.
2.This type of instruction is teacher-directed, where a teacher typically stands at the
front of a room and presents information
Inquiry-based learning

1. Inquiry-based learning is a learning and teaching approach that emphasizes

students' questions, ideas and observations. This form of learning enhances
comprehension—rather than memorizing facts and taking notes, students are now
encouraged to discuss ideas among their peers.

2. ROLE OF TEACHER

1. Helps students learn how to ask questions

2.Allows flexibility in the student’s ways of doing things.
3.Involves students in planning their own ways of gathering data to test their own
hypothesis.
4.Teaching strategies of teachers should enable the students to analyze, evaluate and
reach conclusions based on sound inferences and judgements.
5.Awareness of one’s changed role-that of a guide facilitator and councilor, rather
than the usual authority who not only determines the material to be learned but also
dictates how it should be learned.
Team teaching
1. Team teaching involves a group of instructors working purposefully, regularly,
and cooperatively to help a group of students of any age learn. Teachers together set
goals for a course, design a syllabus, prepare individual lesson plans, teach students,
and evaluate the results. Promotes collaboration of ideas and experiences with
other teachers.

2.ADVANTAGES
1.Teaching competence is assured.
2.Team teachers serve as models. Spirit of sharing is worth emulating.
3.Joint planning and teaching by the team members enhance their professional
growth.
4.Maximize utilization of time, resources, and expertise with large groups as in
combining 2 or 3 classes.
5.Innovative teaching procedures and up-to-date data and information are
spontaneously generated when teachers come together.
6.Professionalism is highlighted.
DISADVANTAGES
1.Large group arrangements entail difficulty in scheduling.
2.Teaching their own specializations may be carried too far that the students lose sight
of the objectives of the lesson.
Reflective Teaching
1. Reflective Teaching is a behavior which involves, active, persistent and careful
consideration of any belief or practice. The ability of a teacher to guide students to
ponder on their own experiences in order to arrive at new understandings and
meaning. One should take note that learning which results from reflective teaching is
best described as one borne of experiences that have been deeply thought of, analyzed
and evaluated.
2. Reflective teaching involves analyzing one's fundamental beliefs about teaching
and learning and adapting practical classroom practices before, during, and after the
course. In reflective teaching, teachers think critically about their teaching and look
for signs of effective teaching.
3. Although experience is not necessarily the means of learning, it is reflection that
makes experience meaningful and relevant to us. You may have some experiences
that you find easy and natural, and others that you find more difficult. Reflection
allows you to really get the most out of your experiences - identifying which skills
and abilities are stronger/weaker for you and why and what needs to be developed.
APPLICATION

Directions: List down seven (7) teaching strategies/ techniques, its advantages and disadvantages.
Relate what kind of activities you intend to implement. Use the format below.
Teaching Advantages Disadvantages Activities
Strategies/Techniques
Visualization -Exploration and Misinterpretation -sketch or doodle
teaching Interactivity Complexity the mental images
-Enhanced Decision- Bias and Manipulation they imagine.
Making Overwhelming
-Quick Identification Information
of Outliers Limited Context
-Effective
Communication
-Clarity and
Understanding
Classroom -It improves the -It is only suitable for Think Pair Share.
demonstration understanding of technical and training In a think-pair-
complex skills and skills subjects. share, the instructor
principles. -Learners are not
- Learners can pay allowed to ask
asks an open-ended
attention and follow questions or start question that
along with the discussions during the requires critical
learning process. demonstration. thinking or some
-The psychomotor -Lack the equipment debate.
objective is easily necessary for this
achieved through this method.
method. -It requires a
-The skills and significant effort from
knowledge given the educator.
become permanent
because this method
requires different
human senses.
-It develops interest in
the learners and
motivates them for
their active
participation in the
learning process.
Individualized -One-on-one Disadvantages of INDIVIDUAL
Instruction interaction brings the individualized REPORTING
best value instruction include
-Helps to understand teacher exhaustion
students learning from the work it takes
ability to meet the needs of
-Teachers build so many students in
confidence in students one classroom. It can
-Accelerate the also be difficult to
possibility of students’ measure growth
success because comparisons
aren’t truly apples to
apples.
Simulations -Allows you to -The quality of the teach skills or
explore ‘what if’ analysis depends on
 questions and the quality of the prepare for
scenarios without model and the skills of emergencies.
having to experiment the modeller, who
on the system itself. requires specialised
-It helps you to training.
identify bottlenecks in -It’s a time-consuming
material, information and expensive
and product flows. process, so should not
-It helps you to gain be used if an
insight into which analytical method can
variables are most provide quicker result
important to system
performance.
Inquiry-based -Greater Interest. -Poorer standardized CLASSROOM
instruction -Teaches problem- testing performance DEBATE
solving. -Student
-Enhances teamwork embarrassment
skills -Teacher
-Long-term unpreparedness.
knowledge retention
Collaborative -Teaching competence -Large group -GROUP
teaching is assured. arrangements entail ACTIVITY
-Spirit of sharing is difficulty in
worth emulating. scheduling.
Joint planning and -Teaching their own
teaching by the team specializations may be
members enhance carried too far that the
their professional students lose sight of
growth. the objectives of the
-Maximize utilization lesson.
of time, resources, and
expertise with large
groups as in
combining 2 or 3
classes.
-Innovative teaching
procedures and up-to-
date data and
information are
spontaneously
generated when
teachers come
together.

Implicit instruction -Better language skills -Over-reliance on Problem- Pair

-Development of memorization
critical thinking skills -Lack of context
-Preparation for -Boredom
exams and -Limited creativity
standardized tests
EVALUATION

Directions: Discuss comprehensively the importance of localization/ contextualization, differentiated

instructions and ICT integration in teaching.